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Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking

Artigo2023

Renata da Silva Dessbesel ORCID; Sani de Carvalho Rutz da Silva ORCID; Elsa Midori Shimazaki ORCID

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Resumo

The proposal of inclusive education in the education of deaf children does not limit the issues of access to communication. Bilingual education is necessary for their learning and cognitive development, also considering their way of interacting and organising life. Objectives: To investigate how mediation is done through signs and instruments in appropriating algebraic knowledge by deaf students attending non-special schools. Design: The design experiment based on educational design research (EDeR) has been chosen as the methodological path. Setting and participants: The teaching episodes were developed with two deaf students from two state public schools in a municipality in Paraná, Brazil. Data collection and analysis: Field diaries and video recordings of teaching episodes were used for data collection. The collected data were analysed through the use of content analysis. Results: Mediation through signs and instruments is the key point for high-quality teaching, as it establishes connections between the student’s previous experiences and the mathematical concepts in consolidation. Conclusions: Visuality is reaffirmed as essential for the development of mathematical contents, especially in the development of algebraic thinking in the education of deaf students. It also points out the need to expand investments in universal education of quality to guarantee human and material resources for public schools.

Dados da obra

Tipo
Artigo
Periódico
Acta Scientiae, v. 25, n. 4, p. 192-218
Ano
2023 (2023-07-24)
Idioma
en
Palavras-chave
deaf education; algebraic thinking; mediation; sign language; mathematical instruments; inclusive education; bilingual education; deaf students; mathematics education
Temas
Álgebra, Inclusão
DOI
10.17648/acta.scientiae.7666
ISSN
1517-4492, 2178-7727
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DESSBESEL, Renata da Silva; SILVA, Sani de Carvalho Rutz da; SHIMAZAKI, Elsa Midori. Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking. Acta Scientiae, v. 25, n. 4, p. 192-218, 2023. DOI: https://doi.org/10.17648/acta.scientiae.7666.

APA

Dessbesel, R. d. S., Silva, S. d. C. R. d., & Shimazaki, E. M. (2023). Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking. Acta Scientiae, 25(4), 192-218. https://doi.org/10.17648/acta.scientiae.7666

BibTeX
@article{dessbesel2023,
  author = {Dessbesel, Renata da Silva and Silva, Sani de Carvalho Rutz da and Shimazaki, Elsa Midori},
  title = {Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking},
  year = {2023},
  journal = {Acta Scientiae},
  volume = {25},
  number = {4},
  pages = {192-218},
  doi = {10.17648/acta.scientiae.7666},
  language = {en}
}
RIS
TY  - JOUR
AU  - Dessbesel, Renata da Silva
AU  - Silva, Sani de Carvalho Rutz da
AU  - Shimazaki, Elsa Midori
TI  - Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking
PY  - 2023
JO  - Acta Scientiae
VL  - 25
IS  - 4
SP  - 192
EP  - 218
DO  - 10.17648/acta.scientiae.7666
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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